A Literature Review of Effects of Rubric on Student Self-Assessment and Peer Assessment in Higher Education

Main Article Content

Wei Tian
Dalian University of Technology, Dalian, China

DOI: https://doi.org/10.70267/jlce.2026.v3n2.0113

Keywords

rubrics, higher education, self-assessment, peer assessment

Abstract

This review synthesizes research on rubric design and implementation in higher education, tracing their evolution from summative to formative tools. Through systematic analysis of international databases and integration of recent studies, the review investigates how rubric design dimensions—including analytic versus holistic formats, point value distribution, and cultural adaptability—affect teaching, learning, and student self-assessment. Key findings show rubrics enhance transparency, reliability, self-regulated learning, evaluative judgement, and performance, especially when combined with co-creation, exemplars, or AI feedback. Nevertheless, effectiveness is moderated by contextual factors, including cultural background, nuanced design features, and linguistic accessibility. It is concluded that rubrics constitute versatile instruments whose application extends beyond individual student assessment to encompass program evaluation and inclusive curriculum design. The review identifies critical gaps, underscoring the necessity for future research to investigate cognitive processing mechanisms, develop culturally adaptive frameworks, and examine rubric integration within broader pedagogical feedback ecosystems.

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Published
Mar 18, 2026
Issue
Vol. 3 No. 2 (2026)
Section
Research Articles
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How to Cite

Tian, W. (2026). A Literature Review of Effects of Rubric on Student Self-Assessment and Peer Assessment in Higher Education. Journal of Language, Culture and Education, 3(2), 1-13. https://doi.org/10.70267/jlce.2026.v3n2.0113